Sandra Linder

Educational Background

PhD Curriculum and InstructionClemson University 2009

MEd Elementary EducationGeorgian Court University 2005

BFA Dance EducationMontclair State University 2001

Profile

Sandra M. Linder is an Associate Professor of Early Childhood Mathematics Education in the College of Education at Clemson University. She is also the Director of the South Carolina Center of Excellence in Innovation for Mathematics and Science, housed at Clemson University. Her research centers on improving teacher quality, student understandings, and family interactions in mathematics for young children (birth to age 8). Dr. Linder has multiple national and international publications relating to early childhood mathematics in the areas of student motivation; preservice and inservice teacher quality (child care and K-5); teacher dispositions, knowledge, and the role of professional development; and understanding and supporting family mathematical interactions. She is a section editor for two NAEYC journals, Young Children (Growing in STEM) and Teaching Young Children (Full STEAM Ahead).
As a classroom teacher, Dr. Linder worked primarily in K-5 settings in New Jersey before pursuing her PhD work. For the past 13 years, Dr. Linder has worked with inservice teachers across the United States at all early childhood levels to support instructional practice in mathematics. Currently, Dr. Linder is directing Project MathPack, a family-based intervention geared towards providing tasks and materials that increase mathematical interactions through play with families of preschool aged children. Dr. Linder also directs Project BEEMS, an ongoing professional development initiative geared towards supporting child care providers in implementing effective instructional practices in early mathematics.

Courses Taught

Early Childhood Math Methods
Elementary Math Methods
Child Growth and Development
Integrating Math, Science, and Technology in Early Childhood
Assessment and Program Planning for Early Childhood
Study Abroad Experience to Reggio Emilia, Italy
Grounded Theory and Phenomenology
Mixed Methods Research
Early Childhood Supervision (Practicum and Student Teaching)

Research Interests

Examining Professional Development in birth-age 8 mathematics.
Examining Preservice education in birth- age 8 mathematics.
Examining birth- age 8 student achievement and dispositions towards mathematics.
Examining the Reggio Emilia approach to Early Childhood Education and implications for mathematics instruction in the United States.